Academic and social performance of 204 high school students who had attended one-teacher rural elementary schools in Nebraska, South Dakota, and Montana was investigated to determine if small school students were disadvantaged in a larger high school setting. Data gathered by questionnaires from students, school administrators, and counselors showed that small school students were academically similar to their counterparts from larger schools, tended to have difficulty adjusting to the first year of high school but not to succeeding years, believed their elementary school experiences worthwhile and no disadvantage but would have preferred more students for sports and activities, did not drop out and were not disruptive, and were reported to be well-behaved and as effective in school as other students. Students most frequently reported problems of adjusting to different teachers and different classrooms for each subject and of being accepted socially. Some faculty felt that the students' major problems were more in adjusting to boarding in town rather than adjusting to school. Appendices provide an 18-page description of participating high schools, copies of questionnaires, and a 6-page transcript of student comments. A table compares small school students' achievement test scores with class norms by grade and school. (LFL)